Transformational mentoring: to implement an action learning process in developing effective mentoring practice

André Smit

This thesis contributes to knowledge by adding to the organisational validated literature on action research in higher education and the literature on mentoring. The thesis focuses on the processes involved in implementing a mentoring program in the specific context of students mentoring students. The research includes data analysis of students undertaking a mentoring unit at Southern Cross University and evaluates the learning and skills development of the mentors and mentorees during the semester. The concern with theory and practice, critical reflection and organisational change is reflected in the choice of methodological approach, which is rooted in the action research paradigm. The format of the thesis reflects the particular stages of the process. Accordingly, I start with an explanation of why mentoring was an issue for the university and a literature review on mentoring. The first stage of the research investigated the importance of mentoring in Australian organisations and aims to develop a mentoring training program. The second stage is an assessment of the different phases of the action research cycle, including insights from the relevant literature, the experiences of the students (mentors), the implementation of action learning sets at university and a reflection on the total process. This thesis is an attempt to make an original contribution to the knowledge of the mentoring relationship through action-research. The intention is not to provide a "how-to" guide. Of more importance are the lessons that can be learned from a number of sources; including literature and the actual experiences of others, and how they can be incorporated into a particular setting. The analyses I make and the resulting challenges to my thinking and practice, show how mentoring in a university setting can assist in the following two ways. First, mentors (senior students) develop effective mentoring practices through the implementation of an action learning process. Second, mentoring helps first year students to integrate into university life and develop learning practices to assist them in their academic pursuits. The results of the thesis contribute to the knowledge of mentoring by developing a Multi-Dimensional Mentoring Model, which draws from the mentoring literature, the students mentoring students action research project, and the actual mentoring practices and reflections. The specific contribution can be viewed as follows: first, the thesis contribution is concerned with how the mentoring process can improve the learning of an individual; second, it is concerned with the nature of developing personal knowledge within an action learning process and how action research can contribute to personal knowledge; third, it contributes to the practical application of a mentoring program in the workplace, and establishes how the mentor plays a vital role in developing the individual and the match between the individual and the organisation. Finally, the Multi-Dimensional Mentoring Model provides an explanation of how to implement action learning processes in an effort to develop effective mentoring practice.

Transformational mentoring: to implement an action learning process in developing effective mentoring practice

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Transformational mentoring: to implement an action learning process in developing effective mentoring practice

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